Metodika final exam. What is linguo-cultural teaching and learning?

What is brain lateralization?

BRAIN LATERALIZATION
Asher sees Total Physical Response as directed to right-brain learning, whereas most second language teaching methods are directed to left-brain learning. Asher refers to neurological studies of the brains of cats and studies of an epileptic boy whose corpus callosum was surgically divided. Asher interprets these as demonstrating that the brain is divided into hemispheres according to function, with language activities centralized in the right hemisphere. Drawing on work by Jean Piaget, Asher holds that the child language learner acquires language through motor movement - a right-hemisphere activity. Right-hemisphere activities must occur before the left hemisphere can process language for production. Similarly, the adult should proceed to language mastery through right-hemisphere motor activities, while the left hemisphere watches and learns. When a sufficient amount of right-hemisphere learning has taken place, the left hemisphere will be triggered to produce language and to initiate other, more abstract language processes.

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    The role of the teacher in Total physical response
    

Teacher roles
The teacher plays an active and direct role in Total Physical Response. “The instructor is the director of a stage play in which the students are the actors”. It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use. The teacher is encouraged to be well prepared and well organized so that the lesson flows smoothly and predictably. Asher recommends detailed lesson plans: “It is wise to write out the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously”. Classroom interaction and turn taking is teacher rather than learner directed. Even when learners interact with other learners it is usually the teacher who initiates the interaction:
In giving feedback to learners, the teacher should follow the example of parents giving feedback to their children. At first, parents correct very little, but as the child grows older, parents are said to tolerate fewer mistakes in speech. Similarly, teachers should refrain from too much correction in the early stages and should not interrupt to correct errors, since this will inhibit learners. As time goes on, however, more teacher intervention is expected, as the learners’ speech becomes “fine-tuned.”
Asher cautions teachers about preconceptions that he feels could hinder the successful implementation of TPR principles. First, he cautions against the “illusion of simplicity,” where the teacher underestimates the difficulties involved in learning a foreign language. This results in progressing at too fast a pace and failing to provide a gradual transition from one teaching stage to another. The teacher should also avoid having too narrow a tolerance for errors in speaking.
You begin with a wide tolerance for student speech errors, but as training progresses, the tolerance narrows.... Remember that as students’ progress in their training, more and more attention units are freed to process feedback from the instructor. In the beginning, almost no attention units are available to hear the instructor’s attempts to correct distortions in speech. All attention is directed to producing utterances. Therefore, the student cannot attend efficiently to the instructor’s corrections.

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